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All Journal ELS Journal On Interdisciplinary Studies in Humanities Jambura History and Culture Journal Panrita Inovasi: Jurnal Pengabdian Kepada Masyarakat PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE
Amirullah Amirullah
Universitas Negeri Makassar
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Physics Public Health Social Sciences Other

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PELATIHAN DAN PENDAMPINGAN INOVASI MEDIA FLIPBOOK BAGI GURU DALAM PEMBELAJARAN SEJARAH UNTUK MENINGKATKAN LITERASI PESERTA DIDIK Amirullah Amirullah; Fitrah Widya Wati; Asmunandar Asmunandar
Panrita Inovasi: Jurnal Pengabdian Kepada Masyarakat Vol 5, No 1 June 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56680/pijpm.v5i1.86367

Abstract

Perkembangan teknologi digital menuntut guru untuk menghadirkan pembelajaran yang inovatif, interaktif, dan mampu meningkatkan literasi peserta didik. Salah satu media yang dapat dimanfaatkan dalam pembelajaran sejarah adalah media flipbook digital yang mampu mengintegrasikan teks, gambar, audio, video, dan tautan interaktif dalam satu platform pembelajaran. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi guru dalam mengembangkan dan memanfaatkan media flipbook pada pembelajaran sejarah di SMAN 12 Makassar. Metode pelaksanaan kegiatan meliputi sosialisasi, pelatihan, praktik penyusunan materi digital, pendampingan pengembangan flipbook, implementasi media, dan evaluasi kegiatan. Peserta kegiatan berjumlah 20 guru dari berbagai bidang studi dengan fokus utama pada guru sejarah dan IPS. Hasil kegiatan menunjukkan bahwa guru memiliki peningkatan pengetahuan dan keterampilan dalam mendesain media flipbook yang menarik dan interaktif. Sebanyak 90% peserta mampu menghasilkan produk flipbook yang layak digunakan dalam pembelajaran, sedangkan 95% peserta menyatakan kegiatan sangat bermanfaat untuk mendukung pembelajaran berbasis teknologi. Program ini memberikan kontribusi terhadap penguatan literasi sejarah peserta didik melalui inovasi media pembelajaran digital yang lebih kontekstual dan menarik.
STUDENTS’ PERCEPTIONS OF THE USING CHATGPT TO ENHANCE WRITING SKILLS AT MAN 3 BONE Fadhil Afnur; Amirullah Amirullah; Miftah Fauzan
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85405

Abstract

This study investigates students’ perceptions of using ChatGPT as a learning tool to enhance English writing skills at MAN 3 Bone. Writing is considered a complex language skill that requires mastery of grammar, vocabulary, and sentence structure; however, many students still encounter difficulties in these areas. To address this issue, ChatGPT was introduced as an AI-assisted writing tool to support students during the writing process. This research utilized a mixed-methods design with a sequential explanatory strategy. Quantitative data were obtained from pre-tests and post-tests to evaluate students’ progress in writing, whereas qualitative data were collected through questionnaires and interviews to understand students’ perceptions and experiences. The study involved 20 participants selected using purposive sampling. The findings showed a notable improvement in students’ writing abilities after the use of ChatGPT, especially in grammatical accuracy, vocabulary expansion, and sentence construction. Additionally, students reported positive perceptions of ChatGPT., highlighting its usefulness in providing instant feedback, generating ideas, and increasing confidence in writing. Nevertheless, several students also emphasized the importance of teacher guidance to avoid overreliance on AI tools. In conclusion, the study determines that ChatGPT can function as an effective supporting tool for teaching English writing when it is applied appropriately and with proper guidance.Keywords: ChatGPT, students’ perceptions, writing skills, English language learning, artificial intelligence.
Pengembangan Model Pembelajaran Project Based Learning (PjBL) Berbasis Pameran Galeri Etnografi Sulawesi Selatan Amirullah Amirullah; Fitra Widya Wati
Jambura History and Culture Journal Vol 8, No 2 (2026): Juli
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jhcj.v8i2.39236

Abstract

This study aims to develop a Project Based Learning (PjBL) model based on the South Sulawesi ethnographic gallery exhibition in local history learning to improve students' historical thinking skills, creativity, collaboration, and cultural literacy. The study uses the Research and Development (R&D) method by adapting the Borg and Gall model, which consists of five stages: needs analysis, model design, expert validation, implementation, and evaluation. The research subjects involved 60 students of the History Education Study Program and three validators consisting of history learning experts, learning media experts, and local culture experts. Data were obtained through observation, interviews, documentation, questionnaires, and project assessments, then analyzed descriptively, qualitatively and quantitatively. The validation results showed that the developed model was categorized as very feasible to be applied in learning. The implementation model showed an increase in student active participation, communication skills, collaboration, and understanding of Bugis, Makassar, Toraja, and Mandar cultures through field observation activities and ethnographic gallery exhibitions. In addition to producing contextual learning experiences, this model also encouraged students to produce cultural documentation works in the form of ethnographic videos, cultural photography, historical posters, infographics, and local cultural miniatures. Thus, the PjBL model based on ethnographic gallery exhibitions can be an alternative innovation for local history learning in higher education.
Bridging Perception and Practice: How Primary Teachers Adapt Instruction Based on Student Learning Styles Joice Sitokkonni; Amirullah Amirullah; Fitriyani Fitriyani
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.45174

Abstract

This qualitative study investigates how primary school teachers adapt their instructional strategies based on their perceptions of students' diverse learning styles in an English as a Foreign Language (EFL) setting. Conducted at IBC School Makassar, Indonesia, the research involved classroom observations and semi-structured interviews with six primary teachers, one principal, and one school supervisor. The findings reveal that while teachers recognize the importance of tailoring instruction to accommodate various learning styles, visual, auditory, reading/writing, and kinesthetic, adaptation in practice is shaped by a combination of personal experience, professional training, and contextual constraints. Teachers consistently employed multimodal strategies, blending visual aids, interactive discussions, and hands-on activities. However, no formal diagnostic tools were used; rather, teachers relied on intuition and continuous classroom observation. Institutional factors such as large class sizes, limited resources, and time constraints often impeded the full implementation of differentiated instruction. Despite these challenges, teachers demonstrated flexibility and creativity, using adaptive strategies that reflected a pragmatic response to classroom realities. This study highlights the dynamic interplay between perception and instructional practice in primary education. It underscores the need for ongoing professional development and institutional support to enhance teachers’ ability to personalize instruction. The findings offer implications for educational policy and teacher training, particularly in implementing student-centered approaches under curriculum reforms like Indonesia's Kurikulum Merdeka.  
Co-Authors Asmunandar Asmunandar Fadhil Afnur Fitra Widya Wati Fitriyani, Fitriyani Joice Sitokkonni Miftah Fauzan